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    Tytuł:
    ONE-TIME TREATMENT FOR INCIDENTAL VOCABULARY LEARNING: CALL FOR DISCONTINUATION
    Autorzy:
    Bogdanov, Stan
    Powiązania:
    https://bibliotekanauki.pl/articles/941178.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    vocabulary learning
    commentary
    subtitled cartoons
    Opis:
    Incidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what any data being gathered pertains to. While Karakaş & Sariçoban (2012) claim to have presented a solid piece of research on the effects of subtitled cartoons on incidental vocabulary learning, in practice it is not so. It is argued that the research design validity resulted in questionable results having little relevance to genuine incidental vocabulary learning.
    Źródło:
    Teaching English with Technology; 2013, 13, 2; 75-82
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    INVESTIGATING EFL LEARNERS’ PERSPECTIVES ON VOCABULARY LEARNING EXPERIENCES THROUGH SMARTPHONE APPLICATIONS
    Autorzy:
    Ebadi, Saman
    Bashiri, Saba
    Powiązania:
    https://bibliotekanauki.pl/articles/940895.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    MALL
    smartphones apps
    vocabulary learning
    evaluation criteria
    Opis:
    This study investigated EFL learners’ perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle’s (2001) evaluation criterion was used to evaluate the application from the users’ perspectives. This study investigated the effects of learners’ proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app’s levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants’ app usage patterns. The findings of this study highlighted the users’ localized needs which could be used as guidelines for customized vocabulary apps’ development purposes. The study’s implications for learners, teachers, and app developers are discussed in detail.
    Źródło:
    Teaching English with Technology; 2018, 18, 3; 126-151
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNERS’ PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING
    Autorzy:
    Leong, Amelia Chiew Har
    Abidin, Mohamad Jafre Zainol
    Saibon, Jamalsafri
    Powiązania:
    https://bibliotekanauki.pl/articles/569426.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital storytelling
    vocabulary learning
    Young ESL Learners
    English as Second
    Language Learning
    Opis:
    Learning vocabulary is one of the problems faced by English language learners. The inability to use vocabulary poses difficulties to learn the language effectively. One of the ways to attract to and interest learners in learning vocabulary is through the integration of technology, such as the use of digital storytelling as its interactivity can create interest in learning. This study examined the effects of digital storytelling in vocabulary learning among young Malaysian English as a Second Language (ESL) learners. Qualitative case study was employed as the research design of this study. Findings revealed that there were several impacts of digital storytelling on vocabulary learning and all of these effects are positive. Some implications of digital storytelling on education are also discussed in this paper.
    Źródło:
    Teaching English with Technology; 2019, 19, 4; 3-26
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BLENDED LEARNING AND ITS POTENTIAL IN EXPANDING VOCABULARY KNOWLEDGE: A CASE STUDY
    Autorzy:
    Pazio, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/955813.pdf
    Data publikacji:
    2010
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    blended learning
    vocabulary acquisition
    Opis:
    This case study investigates the effectiveness of the application of the blended approach to teaching a foreign language. The approach can be defined as a combination of a face-to-face classroom component with online instruction (Graham 2003). In the present study the element that was blended within the face-to-face component was asynchronous computer mediated communication in the form of e-mail exchanges between a native speaker of English and a Polish learner of English. The effectiveness of the approach was measured in terms of expanding vocabulary knowledge. The findings revealed that e-mail correspondence treated as an integral part of a language course helped the student to expand her vocabulary, eliminate the majority of spelling mistakes and influenced the complexity of her writing.
    Źródło:
    Teaching English with Technology; 2010, 10, 1; 3-30
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS
    Autorzy:
    Dizon, Gilbert
    Powiązania:
    https://bibliotekanauki.pl/articles/955471.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Computer-Assisted Language Learning
    mobile-assisted language learning
    vocabulary
    Opis:
    This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
    Źródło:
    Teaching English with Technology; 2016, 16, 2; 40-56
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Improving english vocabulary learning through Kahoot!: a quasi-experimental high school experience
    Autorzy:
    Flores Quiroz, Martín
    Gutiérrez, Ricardo
    Rocha, Franco
    Paz Valenzuela, María
    Vilches, Cynthia
    Powiązania:
    https://bibliotekanauki.pl/articles/2085231.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English vocabulary
    Kahoot!
    ICT
    Game-based learning
    Opis:
    This research investigates the effects of the use of Kahoot! to improve English vocabulary learning in an EFL context using a quasi-experimental post-test design. An experimental and a control group from two 9th grade classes participated in the study. A pre- and post-test were applied to both groups and the scores of both groups were compared to determine whether there was any variation. The interventions in each group consisted of two lessons a week for four weeks. In particular, the results of the experimental treatment indicated an improvement regarding English vocabulary knowledge using the Kahoot! app, with a significant variation and a medium effect size. In general, this suggests the necessity of implementing new strategies with the available ICTs at hand to enhance the learning of English in Chilean classrooms.
    Źródło:
    Teaching English with Technology; 2021, 21, 2; 3-13
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A STUDY INTO THE IMPACT OF THE CHOICE OF COGNITIVE AND META-COGNITIVE STRATEGIES AND PODCASTS ON VOCABULARY GAIN AND RETENTION LEVELS IN THE TELEGRAM-BASED E-LEARNING CONTEXT
    Autorzy:
    Elekaei, Atefeh
    Tabrizi, Hossein Heidari
    Chalak, Azizeh
    Powiązania:
    https://bibliotekanauki.pl/articles/955415.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    e-learning
    cognitive strategy
    meta-cognitive strategy
    vocabulary gain
    podcasts
    vocabulary retention
    Opis:
    Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners’ choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the Telegram channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention.
    Źródło:
    Teaching English with Technology; 2020, 20, 2; 98-117
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE ROLE OF VOCABULARY E-LEARNING: COMPARING THE EFFECT OF READING SKILL TRAINING WITH AND WITHOUT VOCABULARY HOMEWORK
    Autorzy:
    Mustafa, Faisal
    Najla Assiry, Syarifah
    Bustari, Ahmad
    Ayu Nuryasmin, Ridha
    Powiązania:
    https://bibliotekanauki.pl/articles/955948.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    online vocabulary homework
    blended learning
    reading skill training
    Opis:
    Since vocabulary is a strong predictor of reading comprehension, vocabulary homework is seen as a way to improve reading comprehension. This study utilized an online learning platform to deliver vocabulary homework to students learning reading skills in the classroom and compare their scores with students given paper-based homework and those who did not receive any homework. The objective of the research was to determine the differences in reading achievement between students who were given either paper-based vocabulary homework or online vocabulary homework, in addition to classroom face-to-face interaction (experimental groups) and those who only participated in face-to-face interaction in the classroom (control group). Two experimental groups were instructed to complete vocabulary homework outside of the classroom. The selected vocabulary for homework consisted of 400 words common to the target academic texts. The data were collected by administering a reading comprehension pre-test and post-test, where five academic texts were used with approximately ten questions for each text. The results revealed a p-value of 0.047 for the paper-based homework group, 0.045 for the online vocabulary group, and 0.338 for the control group, which suggests that both experimental groups outperformed the control group in the post-test.
    Źródło:
    Teaching English with Technology; 2019, 19, 2; 21-43
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing EAPeap learners’ vocabulary acquisition: an investigation of individual SMS-based reporting activities
    Autorzy:
    Arifani, Yudhi
    Hidayat, Nur
    Mulyadi, Dodi
    Wardhono, Agus
    Powiązania:
    https://bibliotekanauki.pl/articles/2096327.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    individual learning
    texting report
    EAP learners
    academic vocabulary
    Opis:
    This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners’ general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 125-146
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE IMPACT OF WATCHING SUBTITLED ANIMATED CARTOONS ON INCIDENTAL VOCABULARY LEARNING OF ELT STUDENTS
    Autorzy:
    Karakaş, Ali
    Sariçoban, Arif
    Powiązania:
    https://bibliotekanauki.pl/articles/955926.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    animated cartoons
    vocabulary development
    subtitles and captions
    language learning
    Opis:
    This study aimed to find out whether watching subtitled cartoons influences incidental vocabulary learning. The study was conducted with 42 first grade English Language Teaching (ELT) department students at the University of Mehmet Akif Ersoy, Burdur. To collect data from the subjects, a 5-point vocabulary knowledge scale was used and 18 target words were integrated into the scale. The pre-test and post-test group design was selected for the administration. After subjects had been randomly assigned into two groups (one subtitle group and the other no-subtitle group), they were given the same pre- and post-tests. The findings of study did not support the assumption that the subtitle group would outperform the no-subtitle group, since there were no significant differences between two groups according to t-test results. However, there was significant improvement in both of the groups from pre-test to post-test scores. This progress was attributed to the presentation of target words in cartoons. In this way, the target words were contextualized and it became easy for participants to elicit the meanings of the words.
    Źródło:
    Teaching English with Technology; 2012, 12, 4; 3-15
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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